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Field 3 Narrative Partner Teacher

Wendy Smith completed a six-week field experience focusing on social and cultural engagement. Her partner teacher, Myles Olsen, observed that her strongest asset was building genuine relationships with students of varying abilities and backgrounds. Wendy demonstrated a passion for meeting students' social and emotional needs through active listening and curriculum support. She improved at adjusting lessons to address individual student needs. The teacher encouraged Wendy to further develop scaffolding strategies within lessons for all learners. During her time, Wendy immersed herself in many student activities, supporting her deep understanding of teaching skills and abilities.

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400 views2 pages

Field 3 Narrative Partner Teacher

Wendy Smith completed a six-week field experience focusing on social and cultural engagement. Her partner teacher, Myles Olsen, observed that her strongest asset was building genuine relationships with students of varying abilities and backgrounds. Wendy demonstrated a passion for meeting students' social and emotional needs through active listening and curriculum support. She improved at adjusting lessons to address individual student needs. The teacher encouraged Wendy to further develop scaffolding strategies within lessons for all learners. During her time, Wendy immersed herself in many student activities, supporting her deep understanding of teaching skills and abilities.

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WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION


EDUC 540: FIELD EXPERIENCE III
PARTNER TEACHER NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Student Teacher: Wendy Smith

ID#: 10146066

School: Louis Riel School

Partner Teacher: Myles Olsen

Field Instructor: Claude Oppenheim

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers, however potential employers may ask for this assessment from the student directly.
The purpose of this six-week field experience is to focus on the complex dimensions of social and cultural engagement in classroom learning.
The students learning portfolio and her/his participation in the field placement should provide evidence of a growing ability to act thoughtfully in
the classroom and within the school community, and a deepening understanding of learners and of the enactment of curriculum and pedagogical
relationships within a whole class environment. The narrative assessment should address the student teachers growth in the emergent ability to
plan for, implement and assess learning. It should also comment on the student teachers growth in relation to the relevant KSAs, including, the
students own goal setting and personal/professional assessment throughout field experience. The following report on the students work should be
organized in relation to the questions: Where is the work particularly strong? What could the student do to further her/his professional growth
and development? You may also want to consider the elements assessed as part of the midterm assessment.

_____________________________________________________________________________________
I have had the pleasure of being Wendy Smiths partner teacher for her 3rd field experience. Wendy quickly blended into our
classroom culture and became a valued member of our Team. Her ability to build genuine relationships with students has been
her strongest asset. She has succeeded in making herself a safe, approachable mentor for students of various academic ability and
socio-economic status. I believe that this has been fundamental to her success around classroom management and student
engagement.
Wendy has demonstrated a clear passion for meeting the various social and emotional needs of children. Her willingness to
actively listen and support students speaks to her approachability and knowledge of curriculum.
Wendys growth in the classroom has been demonstrated in her ability to subtly adjust her lessons on the go to address the needs of
each student. She has developed her lesson plans to include sponge activities and more detailed transitions, which are crucial to
maintaining engagement and ensures students are challenged at each end of the academic spectrum. I encourage Wendy to further
develop her scaffolding strategies for all learners within each lesson.
During Wendys brief time at Louis Riel she has immersed herself into many aspects of student life. From supporting students over
the lunch hours, to building positive rapport with many teachers and coaching the Sr. Boys Basketball Team, Wendy has
successfully demonstrated a deep understanding of all KSAs.

Partner Teachers Signature_______________________ Date_______________________________


Student Teachers Signature________________________ Date_______________________________
Recommendation to the Office of Undergraduate Programs:
Was this assessment reviewed with the student?

Yes

Credit

Non-Credit

No

Please remember to also sign and date any additional pages and attach to this form.
Please ensure the student signs the Narrative Assessment.
Please provide the original Narrative Assessment to the student teacher and keep a copy for your own
records.

The student teacher is required to submit a copy of this Narrative Assessment to their Field Experience
Instructor, as per the instructions of the Field Experience Instructor, in order to receive their final grade.

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